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1.
This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors.  相似文献   

2.
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.  相似文献   

3.
Minority and majority elementary school students from a Native American reservation (N = 188; K–fifth grade; 5‐ to 10‐year‐olds) completed tests of academic self‐concepts and self‐esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self‐esteem. Minority students demonstrated lower academic self‐concepts and lower achievement than majority students. Two age‐related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3–5) than in younger (Grades K–2) students. Second, children's actual achievement was related to their academic self‐concepts for older students but more strongly linked to self‐esteem in younger students. The authors offer a developmental account connecting students’ developing self‐representations to their school achievement.  相似文献   

4.
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.  相似文献   

5.
To inform public health recommendations for adolescent sleep, the amounts of sleep associated with the highest levels of academic achievement and mental health were examined. The degree to which daily variability in sleep duration represents an underappreciated but functionally significant sleep behavior also was tested. A total of 421 adolescents (Mage = 15.03 years) with Mexican‐American backgrounds reported nightly sleep times for 2 weeks; approximately 80% repeated the same protocol 1 year later. Multilevel modeling indicated that the amount of sleep associated with the lowest levels of internalizing and externalizing symptoms was more than 1 hr greater than the amount associated with the highest levels of academic performance. Greater daily variability in sleep duration predicted greater symptomatology and mixed academic outcomes.  相似文献   

6.
This study investigated in what ways, if any, maltreated children differ from nonmaltreated children in regard to achievement-related classroom behaviors. Elementary school teachers completed the Hahnemann Elementary School Behavior Rating Scale on 33 maltreated children, 33 non-maltreated public assistance children, and 33 non-maltreated lower middle class children. The maltreated children were matched to the comparison children on gender and grade level. Results indicated that the maltreated children exhibited significantly less classroom behavior that is positively linked with academic achievement than did a comparable group of non-maltreated, public assistance children. However, the maltreated children did not differ significantly as a group from the public assistance children in most behaviors that are negatively linked with academic achievement, such as disruptive social involvement in the classroom. When compared with the lower middle class children, the maltreated children were rated as engaging in significantly less classroom behavior that is positively related to academic achievement and significantly more classroom behavior that is negatively related to academic achievement.  相似文献   

7.
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

8.
Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective, longitudinal study was conducted with a diverse sample of 112 children from a midsized city in the Midwestern United States (Mage [second grade] = 8:1). As hypothesized, understanding of mathematical equivalence in second grade predicted mathematics achievement in third grade, even after controlling for second-grade mathematics achievement, IQ, gender, and socioeconomic status. Most children exhibited poor understanding of mathematical equivalence, but results provide clues about which children are on the path to constructing an understanding and which may need extra support to overcome their misconceptions. Findings suggest that mathematical equivalence may deserve more attention from educators.  相似文献   

9.
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood.  相似文献   

10.
This study investigated associations among third‐grade teachers' (N = 27) symptoms of depression, quality of the classroom‐learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.  相似文献   

11.
In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage = 49 months; 48.12% females) were followed up for 3 years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.  相似文献   

12.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

13.
Studies suggest prenatal cannabis exposure is associated with mood/behavioral problems in children. However, it is unclear if targeting modifiable domains like sleep behaviors would improve outcomes in exposed youth. Using a causal inference framework, the effect of changing sleep-hours on changing internalizing/externalizing problems in children was examined using the Adolescent Brain Cognitive Development™ study baseline (ages 9–10; collected during 2016–2018) and year-1 follow-up data (N = 9825; 4663 female; 5196 white). Average treatment effects (ATE) indicated that more sleep predicted less internalizing (ATE = −.34, SE = .08, p < .001) and externalizing (ATE = −.29, SE = .07, p < .001) problems over time. However, prenatal cannabis exposure moderated the ATE on internalizing (conditional-ATE = .91, SE = .39, p = .019), whereby participants with exposure (n = 605) did not show any effect of changing sleep-hours on mood (B = .09, SE = .24).  相似文献   

14.
This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.  相似文献   

15.
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.  相似文献   

16.
Reciprocal relations between parental problem drinking (PPD) and children's sleep were examined longitudinally, and socioeconomic status was considered as a moderating variable. At Wave 1, 280 children (Mage = 10.33) and their parent(s) participated, and 275 families returned 1 year later. At both waves, parent(s) reported on PD and children wore actigraphs that measured established sleep parameters. After controlling for autoregressive effects, fathers’ PD predicted reduced sleep duration and efficiency in children over time. Supportive of reciprocal effects, more frequent long wake episodes predicted greater PPD. Fathers’ PD was a more robust risk factor for lower than higher income children. Results build on a growing literature that has considered children's sleep in a family context.  相似文献   

17.
Children engage in reputation management to appear favorably to others. The present studies explore when children use reputational motives to predict others’ behavior. Four- to 9-year-old children (N = 576; 53% female; approximately 60% White) heard stories about two kids: one who cares about being competent, and one who cares about appearing competent. Across five studies, with age, children predicted the reputationally motivated child would be more likely to lie to cover up failure (OR = 1.97) but less likely to seek help in public (vs. private; OR = 0.53) or downplay success (OR = 0.66). With age, children also liked this character less (OR = 0.56). Implications of these findings for children's reputation management and achievement motivation are discussed.  相似文献   

18.
ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.  相似文献   

19.
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.  相似文献   

20.
Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students’ social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children’s social behavior. First-grade teachers also assessed children’s problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students’ social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers’ behaviors and interactions among their students may have lasting implications for children’s social development.  相似文献   

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